**Georgia Standards of Excellence are nearly IDENTICAL to Common Core standards and can easily be used as a review tool in other states as well.**
This is a cumulative 8th grade math review specifically for the GA Milestones EOG test, with 24 pages

This activity is meant to be introduced after students have become generally fluent in solving one- and two-step equations.
The notes include explanations about switching the inequality when multiplying or dividing by a negative coefficient.
The

These resources can be used all together or you can pick and choose what will work best for your classroom. It covers the following properties:
- Commutative (of Addition & Multiplication)
- Associative (of Addition & Multiplication)
-

This activity is meant to be used as a "self-check" activity between partners. Each partner receives a different expression to simplify but they should both end up with the same simplified expression. If they produce different expressions, they must

-26 Quizzes/697 Questions total
-Spiraled according to Common Core/GSE Pacing Guide
-Use weekly or every other week as a quiz, homework, substitute assignments, or anything you need it to be!
-Student standards checklist included and correlated

in VERBAL DESCRIPTIONS, EQUATIONS, TABLES, GRAPHS
This activity lets students predict and look for similarities and differences between proportional relationships and non-proportional relationships.
Pre-requisites:
Students should already have a

-25 Quizzes/654 Questions total
-Spiraled according to Common Core/GSE Pacing Guide
-Use weekly or every other week as a quiz, homework, substitute assignments, or anything you need it to be!
-Student standards checklist included and correlated

Most of the examples on this practice page are adding and subtracting, with two "challenge" questions on modeling multiplying integers on a number line.
All examples include integer expressions with parentheses that need to be simplified.
Great

This booklet is created to connect the ideas of like terms to the real world. It contains two example problems with steps and eight standardized test practice questions--GREAT for exposing students to distracting test answers.

This activity can be used before (as an exploratory lesson) or after (as extra practice) teaching a lesson on Linear and Nonlinear functions.It also includes a blank function template to challenge your gifted learners to "come up" with functions

This short practice/test prep activity was designed to give students exposure to distracting answers while gaining a deeper understanding of rational numbers in real life.
Use as a whole class activity to show test-taking skills, a homework

This activity covers both learning the difference between a rational and an irrational number, but also finding their exact or approximate location on a number line:
1) Vocabulary models to note the specifics of each type of number
2) A sorting

This is a simple activity designed to reinforce the Pythagorean theorem and emphasize that it is the sum of the SQUARES of the side lengths, not the side lengths themselves, that total the SQUARE of the hypotenuse.
Best used after an introduction

This product is meant to build fluency at recognizing rate of change and initial value in equations, tables, and graphs. The tables are simple for ease of use during fast-paced games.
This file contains a deck of 52 cards; 13 of each equation,

This is an EDITABLE standards checklist that folds nicely into the back of an Interactive Notebook. Each standard is summarized, not detailed. This works well with spiraled cumulative quizzes given every week/two weeks.
Standard codes are

This is a two page practice sheet that works great as an in-class assignment or as a homework assignment. It begins simple and moves deeper:
1) Shading correctly given the inequality already graphed.
2) Choosing the correct complete graph given an

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TEACHING EXPERIENCE

This will be my 12th year teaching middle school math in Georgia. I have taught 5 years of 7th grade, 5 years of 8th grade, and will start on my 2nd year teaching both!

MY TEACHING STYLE

I believe in balance when teaching math--a balance between the systematic and the exploratory. My classroom has a routine, but variations of lesson styles within the general structure. I love asking "why" and then "why" again.
I also believe in the power of positivity--complimenting hard work and giving attention to the good. Treating students as if you are on the same team instead of making it a point to exercise your authority over them always builds stronger relationships, and thus builds their confidence and performance.
My trademark is developing spiraling and/or cumulative review. This shows up in daily starters, weekly/bi-weekly quizzes, and cumulative review study guides. If they don't keep practicing it, they'll lose it!
The resources I make for TpT, I'm actually making for my own classroom--and I never sit down to make an activity without a copy of the standards (GSE/Common Core) in my hands!